Second language research suggests that

A - instruction has only a minimal effect on second language acquisition

B - explicit grammar instruction is never beneficial to learners

C - different types of instruction are appropriate for different types of learner

D - instruction can affect the rate but not the route of acquisition

Using one‘s own drawings to support the oral retelling of a story may be considered a constructivist learning task because

A - the resulting learner productions can be shared with other learners

B - learners receive immediate feedback from the teacher on their errors

C - it provides a longer-term goal for learning vocabulary and producing utterances

D - it allows the teacher to evaluate learners in a communicative context

According to Carl Blyth, for a language learning activity to be truly communicative, it must

A - have a clear pedagogical goal

B - involve only one language element or construction

C - be controlled by the learner

D - require an answer from a closed list

With respect to interactive technologies such as the interactive whiteboard, it is important

A - to include focus on form activities as well as communicative tasks

B - not to allow teaching to become outdated but to adapt to new technologies

C - to have one student perform in front of the class so that everyone can learn

D - not to confuse technical and pedagogical interactivity

According to Carl Blyth, communicative language activities involve

A - unplanned, spontaneous answers

B - holistic rather than analytic language skills

C - fluent connected speech and interaction

D - teacher control of tasks

The researcher(s) most closely associated with the concept of communicative competence is (are):

A - Merrill Swain

B - Mike Long

C - Roger Andersen

D - Susan Gass

The researcher(s) most closely associated with the concept of output is (are):

A - Elaine Tarone

B - Susan Gass

C - Stephen Krashen

D - Merrill Swain

A heritage learner of a second language is likely to show

A - integrative motivation

B - instrumental motivation

C - communicative competence

D - particular aptitude

Teachers who do not correct all learner errors immediately probably do so because they know that

A - it is impossible for learners to take advantage of such correction

B - such corrections cannot be useful to other learners

C - learners need to develop fluency as well as accuracy

D - learner errors are an inevitable part of language acquisition

Making an audio slideshow presentation of a personal version of a story may be considered a constructivist learning task because

A - learners simply memorise or read a set text using the slides for support

B - learners construct their own representations of the materials studied

C - the resulting learner productions can be shared with other learners

D - it allows the teacher to evaluate learners in a communicative context